Competence, confidence and identity: Multilingual English Teachers as role models for ELF users.

Blair, Andrew (2011) Competence, confidence and identity: Multilingual English Teachers as role models for ELF users. In: 4th International Conference of English as a Lingua Franca, 2011, Institute of Education, Hong Kong, China.

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Abstract

This paper presents part of a broader study investigating identity issues with Multilingual English Teachers (METs). Using interviews and online discussion with teachers who have 'crossed borders' in literal and metaphorical senses, the study addresses some key questions facing the teaching and learning of English in the 21st century. Drawing on the work of Cook (1992, 2008 etc.) on multicompetence as the goal of SLA, Pavlenko (2003) refers to a 'reimagined, multicompetent community' of METs. Moussu & Llurda (2008) and Braine (2010) have charted the development of the 'NNST movement' over recent years. Pennycook (2008) claims that English as a global language has no 'native speakers', only multicompetent users, and is a language 'always in translation'. However, questions and paradoxes remain, with teachers arguably holding on to NS norms and goals (e.g. in pronunciation), having invested heavily in these as part of their own sociolinguistic identity (Norton, 2000) and professional training. If 'the teacher is the target' (Kirkpatrick, 2010), how can these METs best present themselves as role models for learners, who may have ELF purposes as users of the language? How do METs respond to the professional and personal challenges involved, and how do they perceive themselves in terms of their linguistic and pedagogic competence? How is their confidence and sense of 'plausibility' (Prabhu, 1990) affected by these issues, and do they agree that they have 'nothing to lose but [their] nagging inferiority complex' (Rajagopalan, 2005)? References Braine, G. (2010) Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth. Abingdon: Routledge. Cook, V. (1992) 'Evidence for multi-competence.' Language Learning, 42 (4); pp 557-591. Cook, V. (2008) Second Language Learning and Language Teaching. (4th ed.) London: Hodder Education. Kirkpatrick, A. (2010) 'English as an Asian Lingua Franca: Implications for policy and pedagogy.' Paper presented at 3rd International Conference of English as a Lingua Franca; Vienna, May 2010. Moussu, L. & Llurda, E. (2008) 'Non-native English-speaking language teachers: History and research'. Language Teaching 41/3; pp 315-348. Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and Educational Change. Harlow: Pearson Education. Pavlenko, A. (2003) '"I never knew I was a bilingual": Reimagining teacher identities in TESOL.' Journal of Language, Identity, and Education. 2/4; pp 251-168. Pennycook, A. (2008) 'English as a language always in translation.' European Journal of English Studies, 12/1' 33-47. Prabhu, N. (1990) 'There is no best method why?' TESOL Quarterly, 24/2; pp 161-176. Rajagopalan, K. (2005) 'Non-native speakers of English and their anxieties: Ingredients for an experiment in action research.' In E. Llurda (ed.) Non-native language teachers: Perceptions, challenges, and contributions to the profession. (pp 283-303). New York: Springer.

Item Type: Conference or Workshop Item (Paper)
Schools and Departments: School of English > Sussex Centre for Language Studies
Related URLs:
Depositing User: Andrew Blair
Date Deposited: 06 Feb 2012 20:32
Last Modified: 30 Jul 2012 11:55
URI: http://sro.sussex.ac.uk/id/eprint/26440
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